School of Sustainability
Organisational unit: Research School
- Centre for Sustainability Management (CSM)
- Institute of Ecology
- Institute of Ethics and Transdisciplinary Sustainability Research
- Institute of Sustainability Governance
- Institute of Sustainability Material Flows and Circularity
- Institute of Sustainability Psychology
- Institute of Sustainable Chemistry
- Social-Ecological Systems Institute (SESI)
- Sustainability Education and Transdisciplinary Research Institute
Organisation profile
Sustainability has many facets. Inter- and transdisciplinary research and teaching characterize the School of Sustainability. Scientists in our research projects work together in the laboratory, on the heath, in the grassland, in the classroom, with the city administration, with farmers, with non-governmental organizations, with companies, with students in the lecture hall and of course at their desks.
Furthermore, we work with regional and national political actors, e.g. ministries, as well as international organizations, e.g. UNEP, UNESCO, EU. We are part of national and international bodies, e.g. sustainability advisory boards of companies, member of the German Sustainability Award, World Biodiversity Council (IPBES), in order to contribute to social change with scientific findings.
Main research areas
Vision
Sustainability science investigates on a theoretical, conceptual and empirical level how to promote sustainable development and how to find and implement effective solutions for current social and ecological challenges. The aim is to create a more sustainable future.
Sustainability researchers are called upon to take responsibility for their research, which is anchored in existing scientific knowledge and methods and serves to make the world a better place for everyone.
Mission
We promote change towards a sustainable future by developing theories, concepts and practices of inclusive education for sustainability, research, governance and management.
We acknowledge the diversity and dynamics of values, norms and behaviour and contribute with transdisciplinary methods to ensuring that tensions and differences between different disciplines, methods, topics and standards are fruitfully taken up and used with productive compromises and further developments towards sustainable development.
Principles
The School of Sustainability is guided by the normative concepts of ecological system integrity and social and economic justice.
Ecological system integrity refers to the safeguarding of life-support systems, as well as the maintenance of the well-being of life on Earth.
With social and economic justice we strive for a world in which all people can fulfil their potential without endangering system integrity and the well-being of others.
Information about the School
The School of Sustainability includes...
... ca. 25 professors
... ca. 100 research assistants
... ca. 1000 students in Bachelor and Master courses
In various inter- and transdisciplinary projects we are constantly researching and working together on changes and solutions for current challenges.
- Published
Globales Lernen und Biodiversität in der außerschulischen Bildung in Deutschland: Ausgewählte Ergebnisse einer empirischen Studie
Wendler, M., Rode, H. & Michelsen, G., 2010, In: ZEP - Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik. 33, 2, p. 4-9 6 p.Research output: Journal contributions › Journal articles › Research
- Published
Globales Lernen - Konzeptionen
Kater-Wettstädt, L. & Asbrand, B., 2017, Handlexikon Globales Lernen. Lang-Wojtasik, G. & Klemm, U. (eds.). 2. ed. Ulm: Verlag Klemm + Oelschläger , p. 151-155 4 p.Research output: Contributions to collected editions/works › Articles for encyclopedia › Research
- Published
Globales Lernen in informellen Settings an Hochschulen
Rieckmann, M., 2007, In: ZEP - Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik. 30, 1, p. 7-10 4 p.Research output: Journal contributions › Journal articles › Research
- Published
Globales Lernen in Entwicklungsländern: Erfahrungen und Herausforderungen
Richter, S., 2009, Hamburg: Verlag Reinhold Krämer. 110 p. (Hochschulpraxis - Erziehungswissenschaft; vol. 10)Research output: Books and anthologies › Monographs › Research
- Published
Globales Lernen in der Schule: Partizipation im Spannungsfeld von Inklusion und Exklusion
Kater-Wettstädt, L. & Terhart, H., 2019, In: ZEP - Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik. 42, 3, p. 16-21 6 p.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
Globales Denken? Zum Wirkungszusammenhang von Forschungspraxis, Erkenntnisfeld und der Art zu denken
Vilsmaier, U., 03.2016, Wissenschaft und Globales Denken. Gmainer-Pranzl, F. & Schottenhammer, A. (eds.). Frankfurt a.M. u.a.: Peter Lang Verlag, p. 109-127 19 p. (Salzburger interdisziplinäre Diskurse; vol. 7).Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
- Published
Global emission inventories for C4-C14 perfluoroalkyl carboxylic acid (PFCA) homologues from 1951 to 2030, part II: the remaining pieces of the puzzle
Wang, Z., Cousins, I. T., Scheringer, M., Buck, R. C. & Hungerbühler, K., 01.08.2014, In: Environmental international. 69, p. 166-176 11 p.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
Globale Armut und regionaler Wohlstand – zwei Gegensätze?
Mölders, T., 2008, Nachhaltig Vorsorgen: Dokumentation des 33. Kongresses Frauen in Naturwissenschaft und Technik. T. N. U. M. N. I. F. E. V. (ed.). Technik, Naturwissenschaft und Mathematik nachhaltig in Frauenhand (TechNaM), Vol. 33. p. 43-45 2 p.Research output: Contributions to collected editions/works › Article in conference proceedings › Transfer
- Published
Global decoupling of functional and phylogenetic diversity in plant communities
Author Collaboration of "Global decoupling of functional and phylogenetic diversity in plant communities", Hähn, G. J. A., Damasceno, G., Alvarez-Davila, E., Aubin, I., Bauters, M., Bergmeier, E. & Haider, S., 02.2025, In: Nature Ecology & Evolution. 9, 2, p. 237-248 12 p., e12976.Research output: Journal contributions › Journal articles › Research › peer-review
- Published
"Global competence" - der neue Fokusbereich in PISA 2018. Ein holpriger Start
Kater-Wettstädt, L. & Niemann, D., 2019, In: ZEP - Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik. 42, 3, p. 29-36 8 p.Research output: Journal contributions › Journal articles › Research › peer-review